Understand that up till the mid-18th century China stood as the most sophisticated, developed, and perhaps modern society in the world. JOURNAL ENTRY 1 (using Google Docs enter this page into your own Folder) What does it mean to be "modern" What parts of the world today do you think of as not being "modern" Is it a problem for them?
Watch "Rethinking the Rise of the Westprepare to discuss the following questions by watching the video linked here. Jot down your answers. Be prepared to share them, and to locate areas where you might find discrepancies in your interpretation of the video.
Identify the different ways historians have tried to explain the rise of the West.
Explain what is meant by the term "world systems theory" and how world systems operate.
Compare the basic issues in the debate on the great divergence between East and West which have become the focus of the historical research of the following scholars: David Landes, Andre Gunder Frank, Bin Wong, Kenneth Pomeranz, Peer Vries and Philip C. C. Huang.
Identify and explain the kinds of evidence and arguments which are being used by opposing sides in this debate.
Trace how historians’ changing views of the rise of the West in the last 25 years illustrate the dynamic nature of the discipline of history.
"China and Europe, 1500-1800"
Small groups- read from the site below. Prepare a presentation on one of the topics. The purpose of this presentation is for you to get the focus of the website below's point: China in history has been somewhat unfairly viewed. Was it the en route to being the backwaters of the world at the time of European, namely British, incursions into her? Your ability to at the very least comprehend the specific points made in the website and the over-arching theme of it is the MOST important point. THIS IS A CHALLENGING assignment. One that will demand you to be thoughtful and attentive, and at the same time considerate as to how to communicate your acquired knowledge to the class. China and Europe 1500-200 And Beyond. What does modern mean? When we say that China, and by extension, East Asia was falling behind the western world in the late 18th century and thereafter was unable to confront the West on equal footing, do we suggest that its civilization was a failure? That is was at fault of having not modernized?
Look at the left hand margin and locate the headings below. That reading will be your team's responsibility. Create a brief (no more than 5 slides) presentation to teach it to the class. Collaborate on this using G.D.
China and Europe New Units of Analysis
"Was China more Productive than Europe?" Part 1 & 2
"China: An Early Modern Society" Part 1 & 2
"China: An Early Modern Society" Part 3
"The Silver Trade"
Population Growth
Your group will be given a grade which essentially focuses on the two following criteria:
Use of class time - be attentive to the assignment and to what element of the readings or viewings that you and your group struggle with comprehending. x/5
Demonstration of your comprehension of your segment and how it relates to the over-arching theme of this section of Unit II, and that is, "Exactly where can we say China was in terms of its history in comparison to Europe by the time of the early 19th century?" x/15
TOTAL: X/20
Pacific Century video segments
Watch the following video segments. For the first, simply jump ahead 7 minutes.
Homework: Read pages 80-86 in the Pacific Century. Answer the questions on the reading guide (see handout). These are to be handed in for a grade on your next class.
TOPICS TO BE COVERED FROM JANUARY 30 TO FEBRUARY 7
January 30th
Journal Entry 2 (Use Google Docs and be sure that this is in your folder as per B Family name Given Name Journal Entries):
Do you think opium was a legitimate product for people to import into China? How might a British or American merchant defend the practice? Why might a Chinese official object?
The most important event in modern Chinese history is very likely the First Opium War. The 'reversal of Chinese fortunes' begins with this conflict. Central to it was a narcotic, opium. It leads to the defeat of Chinese forces and the first of several 'unequal treaties', the Treaty of Nanking.
Examine pictures from the Opium Trade and Production and Consumption
Select one picture (copy and paste it into a Google doc, Title: As per usual Opium War Pictures )from either of those headings and analyze it using the document format below.
Homework:
Watch Episodes 4 and 5 of the Two Coasts of China
February 1st
Journal Entry #3:
Why do you think rebellions would increase after the Opium Wars? What would happen to the authority of the Emperor? What other internal problems might occur following rebellions? What does this have to do with the Mandate of Heaven?
Mini-Research Assignment:
Rebellions in China and Korea
Both China and Korea experience rebellions during the 19th century. The largest in Chinese history was the Taiping Rebellion. In Korea it was the Tonghak Rebellion. Interestingly both were very similar. Both left an indelible mark on their respective society.
Below is a video link to a student's work on the Taiping Rebellion. View it and use other sources of information to complete the following exercise.
Comparison Chart and Summary for the Taiping and Tonghak Rebellions
Purpose: To understand the histories surrounding two major events which took place in China and Korea during the 19th century.
Instructions: You and (your partner - optional) will create a chart using Google Doc. The categories for the chart are things that you MUST generate. That is part of the challenge. The other one is finding information to fill that chart. The source provided above is one citation you can count. You MUST have at least two others. Again, that is your challenge. Use of wikipedia as a cited source for this exercise is okay...yep, that's right. But if you use it, you MUST use one other source.
Google Doc labeling MUST follow as this [Last name] [Given name as it appears in Power School] [Assignment name]. Thus Youngja Kim would type Kim Youngja Comparison Chart and Summary for the Taiping and Tonghak Rebellions
Due date: February 7th (to be uploaded by 8:10 am)
Rubric:
All elements completed (Chart, summary and at least three citations ) x/3
Categories of chart (wise selection of categories which would enable one to understand the similarities and differences between these two major events) x/10
Summary demonstrates knowledge of both events and their significance in their respective nations. x/7
Total: x/20
February 5th
The Meiji Restoration
The Japanese experience with western imperialism was similar in some ways, i.e. they were outclassed in terms of military technology, but it was also different. Their society/culture was markedly different than were different than were the Chinese.
Picture1.jpg
Samurai of the Satsuma Clan, fighting for the Imperial side in the Boshin War (circa 1868). Photo by Felice Beato
View this Keynote presentation and take notes You are responsible for finding the time to read the Keynotes below. The material revealed in them is your responsibility.
Start watching the Meiji Revolution video. Parts one and two are below with questions. (You will notice the sound is not lined up well, it is annoying but try to ignore it as best you can) There are two more parts to come. Complete the questions which accompany this. Upload them to a Google Doc, Title As per usual, Meiji Restoration 1 & 2
Meiji Revolution Video parts 1 and 2
What was the ranking of social classes in Japan under the Tokugawa Shogunate?
How did the role of samurai change over time?
How did the prestige of merchants change?
What were the “black ships”?
Who were the men known as “shishi”?
What does the slogan “sonno joi” mean?
What is Yoshida’s attitude toward foreigners?
What was Tokyo called before it was renamed?
How do farmers respond to the reforms proposed by the Meiji leaders?
How did the samurai Meiji leaders get the common people to go along with them?
What are “dirt soldiers”? Are they effective?
When General Saigo commits suicide what era ends, what era begins?
What does the new absolute power of the emperor paradoxically do for the social status of everyone else?
What symbolic gestures do samurai make to demonstrate their new role in society?
What are some of the more extreme suggestions for reform?
Why do farmers tolerate higher taxes and greater demands?
Due: February 7th (start of class uploaded)
February 7th
Journal Entry 4:
Compare and contrast the images of Japanese soldiers below. What do they tell you about changes in Japanese society?
Letters Between Commodore Perry and President Fillmore
Read the above letter to p. 3. On a Google Doc, Title As per usual Commodore Perry, answer Questions 1-3 on p. 3 (If you wish, you can read the entire letter, up to p. 6)
For homework and in preparation for tomorrow's Fishbowl Discussion, preview the following documents, and...
Meiji Era Wood Block Print Viewing and Essay Reading (Socratic Seminar - Fishbowl Activity)
The purpose of a Socratic Seminar is for you to get a deeper understanding of the issue or historical event being studied by engaging in meaningful discussion with your classmates.
The students come to class prepared by having read the document or sections of it assigned to them. Moreover they have pondered and jotted down responses to the open ended queries posed below.
Open-Ended Questions for a Socratic Seminar
Choose and complete 5 of the following (Must be shown to me before you can attend discussion):
• What puzzles me is…
• I’d like to talk with people about…
• I’m confused about…
• Don’t you think this is similar to…
• Do you agree that the big ideas seem to be…
• I have questions about…
• Another point of view is…
• I think it means…
• Do you think…
• What does it mean when the author says…
• Do you agree that...
Be sure to have read the entire document but pay special attention to your section of the document below.
Those sections are as follows:
" Chapter One: Westernization" Desks 1-8
" Chapter Two: Civilization and Enlightenment" Desks 9-14
" Chapter Three: Wealth and Power" Desks 15-22
Know that this is a fishbowl discussion. You will be graded by another student. As well, a vacant chair will be assigned in which anyone outside of the fishbowl can sit to interject with a comment or question. This is a full class activity. Your grade is as per the attached document out of 15 plus the grader will be evaluated by me for their sincerity and fidelity to what was done out of 5. TOTAL GRADE: 20
Early Contact Between Korea and the United States
Journal Entry 5:
How do you think Korea looked at the West by the time of the late19th Century?
In Class Activity: Picture and Document Interpretation - Early Contact Between Korea and the USA
We will be doing an in-class activity for this. Several pictures, maps and documents will be examined in class to assist our understanding of how Korea was perceived by the USA in the later part of the 19th century, and how Korea (led by the man in the photo above) perceived the USA, indeed, how Korea perceived the West in general.
Be prepared to participate in discussing pictures and documents with your partner(s). This is a participatory class (read: 'grade').
In your journal describe at least two ways that the Kabo Reforms (Korea) and the Charter of Oath (Meiji Japan) are similar.
Objective - Be able to answer the following question: To what extent can we say that Korea's leadership was partially responsible for failing to self-strengthen Korea so that it could withstand Japanese imperial ambitions?
As you may have gathered in your discussion above, the Japanese saw themselves as having a sort of responsibility to 'civilize' their neighbors in East Asia. That this was couched in arrogance of sorts is certain, but how they sought to justify it to the rest of the world should be examined.
Prior to your next class, be sure to have read "Korea: The Fulcrum of Power in East Asia" pp. 135-140. Take notes as per Cornell Method. Be prepared to discuss with each other your thoughts about this time.
What is the history of Korean nationalism? How did it emerge from the end of the Chosun Dynasty in the era of imperialism? Who were its leaders? How were the seeds for the political division of the Korean peninsula sown during the era of imperialism?
These are very important questions and ones which you need to comprehend and answer in order to truly understand Korea's nationalist identity in the 20th century. Of course, the notion of nationalism is a difficult one as there can be many different definition of a nationalist according to political leanings. Consider, for example, that both Kim Il-sung and Rhee Syngman were both Korean nationalist but their political philosophies were markedly different.
Pior to your next class, be sure to have read "Korea 1919 and the March Movement" and all subsequent headings till - but not including -"Japan Response to the Paris Peace Conference" (that is, read pp. 183-191)
Russo-Japanese War 1904-05
In Class Learning Activity: Cartoon Analysis
As you view the cartoon assigned to you or your group answer the following questions in a Google Doc (shared and titled as per usual with Russo-Japanese War Cartoons).
Context - Describe the time period, i.e. year/era/event. Be as specific as possible. Begin with, "At the time this source was produced...."
Interpretation - Describe what the cartoonist's point of view of the event is, or what his message is. Begin with, "The cartoonist's point of view about this is that...."
Describe - Tell the reader of your analysis what elements of the cartoon inform you, the viewer, what that view is. Begin with, "It is clear from certain details in the source (outline some details from the source here, along with what they mean)
"Rethinking the Rise of the West"
Understand that up till the mid-18th century China stood as the most sophisticated, developed, and perhaps modern society in the world.
JOURNAL ENTRY 1 (using Google Docs enter this page into your own Folder)
What does it mean to be "modern" What parts of the world today do you think of as not being "modern" Is it a problem for them?
Watch "Rethinking the Rise of the Westprepare to discuss the following questions by watching the video linked here. Jot down your answers. Be prepared to share them, and to locate areas where you might find discrepancies in your interpretation of the video.
"China and Europe, 1500-1800"
Small groups- read from the site below. Prepare a presentation on one of the topics.The purpose of this presentation is for you to get the focus of the website below's point: China in history has been somewhat unfairly viewed. Was it the en route to being the backwaters of the world at the time of European, namely British, incursions into her? Your ability to at the very least comprehend the specific points made in the website and the over-arching theme of it is the MOST important point. THIS IS A CHALLENGING assignment. One that will demand you to be thoughtful and attentive, and at the same time considerate as to how to communicate your acquired knowledge to the class.
China and Europe 1500-200 And Beyond.
What does modern mean? When we say that China, and by extension, East Asia was falling behind the western world in the late 18th century and thereafter was unable to confront the West on equal footing, do we suggest that its civilization was a failure? That is was at fault of having not modernized?
Look at the left hand margin and locate the headings below. That reading will be your team's responsibility. Create a brief (no more than 5 slides) presentation to teach it to the class. Collaborate on this using G.D.
- China and Europe New Units of Analysis
- "Was China more Productive than Europe?" Part 1 & 2
- "China: An Early Modern Society" Part 1 & 2
- "China: An Early Modern Society" Part 3
- "The Silver Trade"
- Population Growth
Your group will be given a grade which essentially focuses on the two following criteria:Pacific Century video segments
Watch the following video segments. For the first, simply jump ahead 7 minutes.
Homework: Read pages 80-86 in the Pacific Century. Answer the questions on the reading guide (see handout). These are to be handed in for a grade on your next class.
TOPICS TO BE COVERED FROM JANUARY 30 TO FEBRUARY 7January 30th
Journal Entry 2 (Use Google Docs and be sure that this is in your folder as per B Family name Given Name Journal Entries):
Do you think opium was a legitimate product for people to import into China? How might a British or American merchant defend the practice? Why might a Chinese official object?
Opium and the Opium Wars (Introduction - read)
The most important event in modern Chinese history is very likely the First Opium War. The 'reversal of Chinese fortunes' begins with this conflict. Central to it was a narcotic, opium. It leads to the defeat of Chinese forces and the first of several 'unequal treaties', the Treaty of Nanking.Activity: Interpretation of Pictures
- Go to MIT Visualizing Cultures
- Examine pictures from the Opium Trade and Production and Consumption
- Select one picture (copy and paste it into a Google doc, Title: As per usual Opium War Pictures )from either of those headings and analyze it using the document format below.
photo_analysis_worksheet.pdf
- Details
- Download
- 199 KB
Homework:Watch Episodes 4 and 5 of the Two Coasts of China
February 1st
Journal Entry #3:
Why do you think rebellions would increase after the Opium Wars? What would happen to the authority of the Emperor? What other internal problems might occur following rebellions? What does this have to do with the Mandate of Heaven?
Mini-Research Assignment:
Rebellions in China and Korea
Both China and Korea experience rebellions during the 19th century. The largest in Chinese history was the Taiping Rebellion. In Korea it was the Tonghak Rebellion. Interestingly both were very similar. Both left an indelible mark on their respective society.
Below is a video link to a student's work on the Taiping Rebellion. View it and use other sources of information to complete the following exercise.
Comparison Chart and Summary for the Taiping and Tonghak Rebellions
Purpose: To understand the histories surrounding two major events which took place in China and Korea during the 19th century.
Instructions: You and (your partner - optional) will create a chart using Google Doc. The categories for the chart are things that you MUST generate. That is part of the challenge. The other one is finding information to fill that chart. The source provided above is one citation you can count. You MUST have at least two others. Again, that is your challenge. Use of wikipedia as a cited source for this exercise is okay...yep, that's right. But if you use it, you MUST use one other source.
Google Doc labeling MUST follow as this [Last name] [Given name as it appears in Power School] [Assignment name]. Thus Youngja Kim would type Kim Youngja Comparison Chart and Summary for the Taiping and Tonghak Rebellions
Due date: February 7th (to be uploaded by 8:10 am)
Rubric:
All elements completed (Chart, summary and at least three citations ) x/3
Categories of chart (wise selection of categories which would enable one to understand the similarities and differences between these two major events) x/10
Summary demonstrates knowledge of both events and their significance in their respective nations. x/7
Total: x/20
February 5th
The Meiji Restoration
The Japanese experience with western imperialism was similar in some ways, i.e. they were outclassed in terms of military technology, but it was also different. Their society/culture was markedly different than were different than were the Chinese.
View this Keynote presentation and take notes
You are responsible for finding the time to read the Keynotes below. The material revealed in them is your responsibility.
Watch the following videos about Meiji Japan
Start watching the Meiji Revolution video. Parts one and two are below with questions. (You will notice the sound is not lined up well, it is annoying but try to ignore it as best you can) There are two more parts to come.Complete the questions which accompany this. Upload them to a Google Doc, Title As per usual, Meiji Restoration 1 & 2
Meiji Revolution Video parts 1 and 2
Due: February 7th (start of class uploaded)
February 7th
Journal Entry 4:Compare and contrast the images of Japanese soldiers below. What do they tell you about changes in Japanese society?
Letters Between Commodore Perry and President Fillmore
Read the above letter to p. 3. On a Google Doc, Title As per usual Commodore Perry, answer Questions 1-3 on p. 3 (If you wish, you can read the entire letter, up to p. 6)
For homework and in preparation for tomorrow's Fishbowl Discussion, preview the following documents, and...
" Chapter One: Westernization" Desks 1-8
" Chapter Two: Civilization and Enlightenment" Desks 9-14
" Chapter Three: Wealth and Power" Desks 15-22
...watch Meiji Parts 3 & 4
February 9
Meiji Era Wood Block Print Viewing and Essay Reading (Socratic Seminar - Fishbowl Activity)
The purpose of a Socratic Seminar is for you to get a deeper understanding of the issue or historical event being studied by engaging in meaningful discussion with your classmates.
The students come to class prepared by having read the document or sections of it assigned to them. Moreover they have pondered and jotted down responses to the open ended queries posed below.
Open-Ended Questions for a Socratic Seminar
Choose and complete 5 of the following (Must be shown to me before you can attend discussion):
• What puzzles me is…
• I’d like to talk with people about…
• I’m confused about…
• Don’t you think this is similar to…
• Do you agree that the big ideas seem to be…
• I have questions about…
• Another point of view is…
• I think it means…
• Do you think…
• What does it mean when the author says…
• Do you agree that...
Be sure to have read the entire document but pay special attention to your section of the document below.
Those sections are as follows:
" Chapter One: Westernization" Desks 1-8
" Chapter Two: Civilization and Enlightenment" Desks 9-14
" Chapter Three: Wealth and Power" Desks 15-22
Know that this is a fishbowl discussion. You will be graded by another student. As well, a vacant chair will be assigned in which anyone outside of the fishbowl can sit to interject with a comment or question. This is a full class activity. Your grade is as per the attached document out of 15 plus the grader will be evaluated by me for their sincerity and fidelity to what was done out of 5. TOTAL GRADE: 20
Early Contact Between Korea and the United States
Journal Entry 5:
How do you think Korea looked at the West by the time of the late19th Century?
In Class Activity: Picture and Document Interpretation - Early Contact Between Korea and the USA
We will be doing an in-class activity for this. Several pictures, maps and documents will be examined in class to assist our understanding of how Korea was perceived by the USA in the later part of the 19th century, and how Korea (led by the man in the photo above) perceived the USA, indeed, how Korea perceived the West in general.
Be prepared to participate in discussing pictures and documents with your partner(s). This is a participatory class (read: 'grade').
Part 1 - Picture Interpretation
Part 2 - Document Interpretation
Journal Entry #6
Based on the homework reading - how did Philip Jaisohn compare China with western powers? Why would the King/Emperor not like the Independence Club?
Part 3 - Conclusion
The Japanese Annexation of Korea (1910)
Journal #7 Before beginning today's lesson go to this link
Comparison of the Charter of Oath and the Kabo ReformsIn your journal describe at least two ways that the Kabo Reforms (Korea) and the Charter of Oath (Meiji Japan) are similar.
Objective - Be able to answer the following question: To what extent can we say that Korea's leadership was partially responsible for failing to self-strengthen Korea so that it could withstand Japanese imperial ambitions?
As you may have gathered in your discussion above, the Japanese saw themselves as having a sort of responsibility to 'civilize' their neighbors in East Asia. That this was couched in arrogance of sorts is certain, but how they sought to justify it to the rest of the world should be examined.
Prior to your next class, be sure to have read "Korea: The Fulcrum of Power in East Asia" pp. 135-140. Take notes as per Cornell Method. Be prepared to discuss with each other your thoughts about this time.
Lecture notes for this lesson:
Korean Nationalism
What is the history of Korean nationalism? How did it emerge from the end of the Chosun Dynasty in the era of imperialism? Who were its leaders? How were the seeds for the political division of the Korean peninsula sown during the era of imperialism?These are very important questions and ones which you need to comprehend and answer in order to truly understand Korea's nationalist identity in the 20th century. Of course, the notion of nationalism is a difficult one as there can be many different definition of a nationalist according to political leanings. Consider, for example, that both Kim Il-sung and Rhee Syngman were both Korean nationalist but their political philosophies were markedly different.
Pior to your next class, be sure to have read "Korea 1919 and the March Movement" and all subsequent headings till - but not including -"Japan Response to the Paris Peace Conference" (that is, read pp. 183-191)
Russo-Japanese War 1904-05
In Class Learning Activity: Cartoon Analysis
As you view the cartoon assigned to you or your group answer the following questions in a Google Doc (shared and titled as per usual with Russo-Japanese War Cartoons).Context - Describe the time period, i.e. year/era/event. Be as specific as possible. Begin with, "At the time this source was produced...."
Interpretation - Describe what the cartoonist's point of view of the event is, or what his message is. Begin with, "The cartoonist's point of view about this is that...."
Describe - Tell the reader of your analysis what elements of the cartoon inform you, the viewer, what that view is. Begin with, "It is clear from certain details in the source (outline some details from the source here, along with what they mean)